Disruptive Behavior Strategies (Case Study 1: Ion. Ion is a sixth grade…
Disruptive Behavior Strategies
Case Study 1: Ion. Ion is a sixth grade student who is very outgoing. He often interrupts the teacher with something that he knows that connects to what she is saying; if he is bored, he will talk to other students. He takes a while to get started on a task, often because he doesn't understand the task. He also likes to share things he is thinking or interested in (related to the lesson) with peers around the room at inappropriate times. He often tries to get the teacher's attention in class.
Praise when on task will positively reinforce Ion's good behavior.
Positive Behavior Reinforcement chart: at the end of the lesson, the student recieves a stamp on a chart if he raised his hand to talk each time he wanted to say something. For Ion, this will be a tangible reminder of what he is doing, and he is still young enough that this is not infantilizing.
The teacher can help Ion start his assignment so that he is more focused and less likely to be bored or confused. This can also satisfy his desire for attention.
Non-verbal cues & signals: For example, if Ion is talking too much while the teacher is talking, the teacher might hold up two fingers or place her hand at her side to remind the student to wait until she is finished talking to ask questions. This saves him the embarrassment of being obviously corrected in front of his peers.
Behavior Contract: decide with the student what the target areas will be for them, then work with them each lesson period to make sure the goals are accomplished. Can be signed by a parent each week.
Data Gatherer: Ion could use a behavior tracking form that he carries from class to class. This could be a sheet of paper that tells him of his targets in each class. He could also use a sheet of paper to write down when he has a thought he wants to share; then, he and the teacher could arrange a time to talk about those thoughts.
Referral to head of Key Stage (or equivalent of counselor) to have a conversation about behavioral changes.
Time out or away from lesson, or a during-school detention. The detention is recorded on the school system (in my case, iSAMS).
Check-In-Check-Out: Ion checks in for a sheet at the beginning of the day with an authority figure, then carries the sheet around for positive feedback all day. He presents it to the teacher at the end of the day. This contains positive behavior reinforcement, but also keeps the student under the close eye of each teacher and head teacher. It also gives the student the opportunity to develop familiar relationships with the authority figure, which also helps his need for attention!
Card Flip: give student a behavior card and flip it to serve as a reminder when the student is off-task.
Scenario 2: The Chatterers (based on
). These students sit on the side of the classroom and talk to each other at a low volume throughout the class--during the teacher's presentation and during silent class work. In group work, students talk to each other and their laughter or exclamations make it clear they are not talking about the task at hand. When the teacher asks them to be quiet, they are quiet for a moment, then start up again. One of the students is a high achiever, the other one struggles.
Self-Monitoring (also Data Tracking): if one student persists in talking after being moved, then this can become a tool for them to become more aware of the issue. The student can track with a tally times when the teacher had to sk them to be quiet, or times when they wanted to speak to a friend but stopped. This builds in higher self-awareness.
Behavior Contract: to help students agree to what they are working towards (ie, not talking)
Offering cues for appropriate times to talk and rewarding behavior when they are working on task.
Data Tracking: Detentions tracked on iSams.
Meeting with Head of Key Stage (or equivalent authority) about behavior in class.
Behavior Meetings each week to assess student progress and continuing goals in behavior.
Engage the students by calling on them frequently, either to give "easier" answers or with more challenging questions depending on their ability.
Move to a new location: this can help separate and inform whether or not the talking is just between two friends, or a personality type!
The teacher can stand close to the students when giving directions to prevent their talking.
Rewards (such as merits) can be given on the school platform when those particular students are working quietly during silent working time